This module will provide the student with the opportunity to explore and develop his/her knowledge of decision-making skills surrounding the biological, physiological, psychological, and social changes that occur with the ageing process. Students will advance their understanding of the health assessment and the evidence-based interventions for conditions associated with older age and the ensuing management of older persons' health.

1. Critically evaluate the biopsychosocial changes associated with ageing and their impact on all major body systems.
2. Critically reflect on the implications of p harmacokinetics, pharmacodynamics and p olypharmacy in the older person.
3. Critically discuss the causes, assessment, prevention, and management of falls in older people.
4. Have a critical awareness of the issues related to the incidence of frailty, assessment, and management of frailty in older people.
5. Evaluate the main conditions associated with older age, their assessment and evidence-based interventions, including chronic disease management.
6. Critically evaluate current and expanding care pathways for older people reflecting integrated care provision.

Students recognise the increasing complexity of health and social care, and the diverse nature of service users, settings and professional roles and know that it is essential that their professional practice is underpinned by an informed awareness of legal, ethical, and moral issues. This module will explore the impact of the recently enacted Assisted Decision-Making (Capacity) (Amended Act 2022 for their respective professional practice areas. It will critically assess the general principles and the current legal framework of the Irish law on capacity. It will also examine the legalities associated with end-of-life care, thus enabling the student to develop the skills necessary to construct, reasoned ethical and legal arguments to justify appropriate courses of action.

1. Critically analyse how the Irish legal system works, examining the main sources of law and how they are utilised to produce a coherent overview of the medico-ethical system within the state.
2. Evaluate Advanced Healthcare Directives, Enduring Powers of Attorney, the use of DNAR Orders and the law on Assisted Suicide.
3. Develop and evaluate the distinction between ending life and allowing life to end.
4. Assess a structured approach for identifying, analysing and resolving ethical issues in clinical practise.
5. Appraise, review, and critically examine health and social care and nursing ethics.

The aim of this module is to develop the learners ability to critically evaluate the contemporary issues which impact on the care of the older person within a variety of care contexts. The module will equip learners with a critical appreciation of the structures and processes which underpin contemporary care practice from a diverse range of perspectives.

1. Critically appraise the evolution of contemporary aged care narratives
2. Synthesize the interrelated concepts of care regulation and quality
3. Critically evaluate how care agencies and systems serve older persons
4. Appraise the role of ethics, culture, diversity, within organisations supporting older people
5. Demonstrate a clear understanding of the importance of human rights in gerontology
6. Critique current approaches which support positive ageing initiatives

The module is designed to enable students to explore the methodological issues and practical issues about research. It will assist students determine the right research design for their research questions in practice and provides an opportunity for students to debate, challenge and clarify research issues. This module provides students with the skills needed to source, evaluate, and implement evidence in practice. Students are also introduced to the many approaches used in synthesising evidence from primary studies. The module also prepares students to develop a research proposal/protocol in preparation to undertake a research study.

1. Demonstrate an understanding of the steps of the research process and evidence-based practice
2. Critically discuss theoretical perspectives on research approaches and methodology across the qualitative, quantitative and evidence synthesis domains
3. Formulate an answerable research/clinical question using the Population, Intervention, Comparison, Outcome and Time (PICOT) (or equivalent) approach and demonstrate the ability to systematically search for evidence
4. Describe a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a primary qualitative or quantitative study or evidence synthesis
5. Identify and discuss appropriate reporting guideline for research and discuss relevant application of guidelines with the chosen research approach
6. Defend appropriate project plan and outcomes pertaining to the proposed study